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Pedagogi: Jurnal Ilmu Pendidikan
Published by Universitas Negeri Padang
ISSN : 14114585     EISSN : 25496743     DOI : -
Core Subject : Education,
Education
The field of education that is the main focus of this journal is the Administration of Education, Guidance and Counseling, Educational Technology, Elementary School Teacher Education, Early Childhood Education Teacher Education, Extraordinary Education, Outside School Education. The main focus consistis: (a) evaluation reports and research findings; (b) problem solving, conceptual and methodological, and / or; (c) the text concerning consideration of the implications for action, and / or (d) an extensive review of the book (extensive book reviews) of the intended field.
Arjuna Subject : -
Articles 333 Documents
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Building Character Generation in Elementary Schools Through Education Report Cards: Study in South Sulawesi Wahira, Wahira; Hamid, Abdul; HB, Lukman
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2934

Abstract

Character education based on report card results can be a tool to overcome these moral and social crises by strengthening positive values and changing student behavior. Character education is a primary focus of human resource development in Indonesia, particularly in South Sulawesi. Through the implementation of the Education Report, the government aims to provide comprehensive data as a basis for informed decision-making in improving the quality of education, including aspects of student character development. The purpose of this research is (1) to look at the implementation of strengthening character education based on the results of the Education Report at the elementary school level in South Sulawesi. The research method uses a qualitative descriptive approach through observation, interviews, and document studies in several elementary schools in Makassar, Gowa, and Takalar Regency, Sulawesi, South Sulawesi; (2) Knowing the obstacles faced in its implementation. The results of the study show that: (1) the use of Education Report cards is able to help schools identify character aspects that need to be strengthened, such as discipline, responsibility, and social concern. (2) there are still obstacles in terms of teacher data literacy and limitations of follow-up programs. Thus, it is necessary to strengthen the capacity of schools in analyzing Education Report data and fostering cross-party collaboration to build a sustainable culture of character.
Promoting a School Companion Competency Model to Address New Education Policies and the Challenges of the Digital Era Rahyasih, Yayah; Permana, Johar; Syarifah, Liah Siti
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2936

Abstract

This study aims to conceptualize and describe a new school companion competency model designed to guide educational practitioners in Indonesia, following a recent policy reform that abolished the official role of school supervisors. This reform coincides with the accelerating digital transformation of education, demanding new professional capacities that emphasize collaboration, adaptability, and digital fluency. To address this gap, the study employed a mixed-methods design over a nine-month period, combining in-depth semi-structured interviews and focus group discussions with purposively selected participants who had direct experience in supervisory role transitions. The findings identified the Instructional Coaching Competencies (ICC) framework as the most relevant model for current educational needs. The ICC model represents an adaptive, integrative, and holistic approach consisting of three interrelated dimensions: Digital Instructional Leadership, Digital Ethics and Communication, and Transformational Coaching. Collectively, these dimensions redefine supervision as an act of facilitation and reflective partnership rather than bureaucratic inspection. The results hold substantial relevance beyond Indonesia, particularly for countries with decentralized education systems undergoing similar policy transitions. The model also provides practical guidance for school principals in strengthening leadership and professional competence in the digital era. With strong confidence, this study recommends the broader application of the ICC framework and encourages future research using a quasi-experimental approach to validate its reliability and impact on teaching performance and instructional quality.
Bahasa Inggris Mulawarman, Widyatmike Gede; Halimah, Siti; Sjamsir, Hasbi; Aslindah, Andi; Ibnu Sa'ad, Muhammad
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2938

Abstract

Early Childhood Education (PAUD) is a fundamental phase in shaping children’s character, as well as their social, emotional, and cognitive abilities. To ensure optimal child growth and development, PAUD services need to be implemented in an integrated manner through a Holistic Integrative approach (PAUD HI), encompassing education, health, nutrition, parenting, and child protection. This study aims to analyze effective multi-sector partnership strategies in the quality planning of Holistic Integrative PAUD in Samarinda City. This research employed a qualitative approach with a case study design conducted in two PAUD institutions: TK Negeri 1 Pembina and TK Islam Silmi Samarinda. The research informants consisted of school principals, teachers, representatives from technical agencies (education, health, and child protection), school committees, and parents, selected through purposive sampling. Data were collected through in-depth interviews, observation, and documentation, and analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The results showed that cross-sector partnership patterns in Samarinda City have been established but remain partial. TK Negeri 1 Pembina implements a formal partnership model based on regulations and institutional frameworks, while TK Islam Silmi emphasizes a cultural approach grounded in community participation. Each model has its strengths and weaknesses: public institutions excel in accountability and documentation, whereas private institutions stand out in flexibility and social closeness. The main challenges of partnership include weak inter-agency coordination, limited resources, differing partner perceptions, and the lack of a sustainable evaluation system. With the implementation of a comprehensive partnership strategy, cross-sector collaboration has the potential to become a strategic instrument in realizing quality, inclusive, and sustainable Holistic Integrative Early Childhood Education in Samarinda City
The Managerial Role of Principals in Implementing Inclusive Education for Students with Special Needs Sartica, Dwi
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2943

Abstract

The principal plays a vital role in managing and developing educational activities within the school. SD Negeri 4 Palangka has accepted Students with Special Needs (PDBK) since July 2019 and was designated as a pilot school for the SELARAS Inclusive Education Development Strategy Program in Palangka Raya City in October 2023. In the 2025/2026 academic year, the school serves 24 PDBK from grades 1–6 with diverse needs. Its reputation as an inclusive referral school and experienced leadership attracts parents of PDBK. This study aims to analyze the principal’s managerial role in implementing inclusive education through planning, organizing, actuating, and controlling. Using a descriptive qualitative approach, data were collected through observation, semi-structured interviews, and documentation. The findings indicate that the principal conducts inclusive admissions planning, resource organization, teacher guidance, policy socialization, performance evaluation, and follow-up actions. Overall, inclusive education implementation has been managed systematically, providing a practical reference for other principals implementing inclusive education programs
Transformational Leadership in Enhancing Teacher Motivation and Skills in Border Areas within the Digital Era Waruwu, Marinu; Putra Sartika, Rody; Fatmawati, Fatmawati; Eviana, Eviana
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2944

Abstract

Transformational leadership is an important factor in facing educational challenges in the digital age, which demands innovation, collaboration, and improved teacher competence. This study aims to analyze the role of transformational leadership in improving teacher motivation and skills in Border Areas in the digital era. The research subjects include teachers and principals of senior high schools in the Indonesia-Malaysia border region. The approach used is a mixed method, which is a combination of quantitative and qualitative methods. Data were collected through questionnaires to obtain a quantitative picture of teachers' perceptions of principal leadership, and interviews to explore a more comprehensive understanding of transformational leadership practices in schools. Data analysis was performed using descriptive statistical techniques and thematic analysis. The results of the study show that transformational leadership plays a significant role in increasing teacher work motivation, strengthening professional commitment, and encouraging the development of digital skills relevant to the demands of 21st-century learning. Principals who apply a transformational leadership style are able to create a work environment that is inspiring and adaptive to technological changes. This study recommends the need for digital leadership training programs for principals to strengthen their ability to motivate and empower teachers in the era of educational transformation
Developing Brawijaya Knowledge Garden (BKG): An Integrated Higher Education Support System mukhlis, Mukhlis; Hayat, Ainul
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2952

Abstract

This study examines the development of the Brawijaya Knowledge Garden (BKG) as an integrated support system for higher education at Universitas Brawijaya. The initiative was designed to strengthen digital transformation and enhance the effectiveness of academic services through a unified knowledge ecosystem. BKG integrates various institutional platforms, including learning management systems, digital libraries, and research repositories, into a single access point that supports learning, research, and community engagement. Using a descriptive-qualitative approach, data were collected through interviews, observations, and document analysis involving system developers, lecturers, librarians, and administrative staff. The findings demonstrate that BKG enhances access to academic information, promotes research visibility, and facilitates collaboration across disciplines. It also provides data analytics for institutional decision-making and promotes a culture of knowledge sharing among educational stakeholders. Although challenges remain in maintaining sustainability, ensuring interoperability, and improving digital literacy, the implementation of BKG demonstrates that an integrated knowledge management system can significantly enhance academic productivity and organizational innovation. The model offers a strategic framework for universities seeking to strengthen their transformation toward digital and knowledge-based education.
Challenges in Managing Inclusive Education in the Digital Era: Between Limitations and Opportunities Kamaruddin, Syamsu A.; Mus, Sumarlin; Basri, Syamsurijal
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2955

Abstract

This study examines the challenges and opportunities in managing inclusive education in the digital era within inclusive primary schools in Makassar City, focusing on three key dimensions: policy, human resources, and educational infrastructure. Inclusive education, as a strategic effort to ensure equitable learning opportunities for all children—including those with special needs—faces a range of implementation barriers such as the limited number of special education assistants, insufficient teacher training, and inadequate inclusive learning facilities. Using a quantitative descriptive approach, this research collected primary data through questionnaires administered to eight inclusive primary schools, with analysis conducted using descriptive statistical methods. The results indicate that while school policies have generally supported inclusive education implementation, substantial gaps remain in teacher preparedness and infrastructural accessibility. The policy dimension received the highest score, followed by human resources and facilities, showing that although institutional commitments are present, operational practices are not yet fully effective. These findings highlight that the success of inclusive education depends on the synergy between adaptive policy frameworks, professional capacity-building for teachers, and the integration of educational technology to promote accessibility and participation. The main contribution of this study lies in integrating educational management theory and inclusive education principles to propose a responsive and sustainable management model for primary schools in the digital era—offering both theoretical and practical implications for the development of inclusive education policies and practices in Indonesia.
Data-Driven Decision Making for School Improvement in the Indonesian Context: A Literature Review Nurkolis, Nurkolis; Kusumaningsih, Widia
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2957

Abstract

This literature review examines the application of data-driven decision making (DDDM) for school improvement within the specific context of Indonesia. It examines the theoretical foundations, empirical evidence, and practical considerations related to implementing DDDM in educational settings. The review synthesizes research from various sources, including journal articles, book chapters, and proceedings published within the last 15 years, to provide a comprehensive overview of the current state of knowledge. The analysis focuses on key themes, including the role of leadership, the importance of data literacy, the impact of technology, and the cultural considerations relevant to the Indonesian educational landscape. The aim is to identify best practices, highlight gaps in the existing literature, and suggest directions for future research aimed at enhancing the effectiveness of DDDM in improving educational outcomes in Indonesia.
Digital Leadership in Education: A Bibliometric Analysis Mardalena, Mardalena; Sarinah, Sarinah; Elfisa, Yesi; Basroh, Muhammad Ali; Pratiwi, Anggia; Ningsih, Retno Wahyu
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2958

Abstract

A crucial skill for guiding educational institutions through technological change is digital leadership. To improve strategic educational reform, it is essential to comprehend how academic research on digital leadership has changed as educational institutions and schools around the world embrace digital ecosystems. Using information from the Scopus Core Collection, this study performs a bibliometric analysis of studies on digital leadership in education conducted between 2010 and 2025. To find publication trends, prominent authors, nations, and topic groups, analyses were conducted using VOSviewer and Biblioshiny for R. A total of 1,174 documents with 3,217 authors were gathered from 556 sources. There is a strong and expanding scholarly interest, as evidenced by the publications' 28.01% annual growth rate. The average number of citations per paper was 14.61, the number of co-authors per publication was 3.18, and the international collaboration rate was 23.85%. Journal articles made up the majority of the documents (773), followed by conference papers (146) and book chapters (170). Growing clusters centered on digital transformation, educational innovation, teacher digital competency, and AI-driven leadership were revealed by the co-occurrence analysis. The results show that, with an emphasis on strategic change, equity, and digital ethics, research on digital leadership in education has expanded rapidly, especially since 2019. In order to assist in forming future educational leadership scholarship, this study offers the first comprehensive bibliometric mapping of digital leadership in education, outlining its intellectual structure, thematic evolution, and research boundaries.
BERKAH Learning Model Design for Elementary School Curriculum Transformation: 21st Century Skills Development Ratnasari, Ana
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2959

Abstract

This study aims to develop the initial design of the BERKAH instructional model as a transformative pedagogical framework for implementing the Merdeka Curriculum in Indonesian primary schools. The BERKAH model an acronym for Critical Thinking (Berpikir Kritis), Empathy, Reflection, Collaboration, Adaptation, and Humanization, was conceptualized to meet the urgent need for a more holistic learning approach that integrates 21st-century competencies (6C) with humanistic and local values. Adopting a design and development research methodology based on the 4D model (Define, Design, Develop, Disseminate), this study focuses on the first two stages: Define and Design. Data were collected through surveys and interviews involving elementary school teachers who have implemented the Merdeka Curriculum. The findings highlight that while teachers recognize the importance of cognitive development, they face challenges in embedding affective and moral dimensions explicitly within classroom practices. The BERKAH model offers a context-responsive, values-oriented pedagogical design that complements and extends existing approaches such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL), particularly by addressing their limitations in fostering empathy, reflection, and character formation. By aligning with the values of Profil Pelajar Pancasila, BERKAH as a meaningful instructional innovation for 21st-century learning

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